Developing undergraduate practical skills and independence with ‘at home practical kits’

Abstract

The COVID-19 pandemic posed significant challenges for practical teaching within the sciences. While many instructors adopted innovative alternatives to conventional practicals, many relied on digital approaches that did not give students hands-on experience. In this study we evaluate the use of ‘at home’ practical kits used in first year physics and biology teaching at a UK university as an alternative to laboratory classes. In particular we focus on the enforced independence over time, space and help-seeking inherent in the at-home model as a driver of student learning and confidence. Students reported the kits encouraged independence, problem solving and self-reliance. Students associated the at-home practical kits with higher level cognitive skills as defined by Bloom’s revised taxonomy. While most students enjoyed using the kits, those who did not enjoy them tended to have higher previous experience of practical work before university. Students saw potential value in the kits after the pandemic, so could be an alternative or supplement to in-person practicals. We recommend that practical organisers use our findings around the development of student self-reliance to reconsider practical design and incorporate more opportunities for students to solve problems independently to increase effectiveness of practical teaching.